Indiana University School of Medicine – Regional Campuses
The Indiana University School of Medicine offers the first and second year of the regular medical curriculum at a number of regional campuses throughout the state, in cooperation with the distinguished institutions of higher learning located in those cities. Following admission to the School of Medicine, a freshman may be assigned to one of the following campuses: Indiana University School of Medicine—Evansville at the University of Southern Indiana, Indiana University School of Medicine—Fort Wayne at Indiana University—Purdue University Fort Wayne, Indiana University School of Medicine—Lafayette at Purdue University, Indiana University School of Medicine—Muncie at Ball State University, Indiana University School of Medicine—Northwest at Indiana University Northwest, Indiana University School of Medicine—South Bend at the University of Notre Dame, or Indiana University School of Medicine—Terre Haute at Indiana State University
Evansville Center for Medical Education
Fort Wayne Center for Medical Education
Lafayette Center for Medical Education at Purdue University
Muncie Center for Medical Education at Ball State University
Northwest Center for Medical Education at Gary
South Bend Center for Medical Education at the University of Notre Dame
Terre Haute Center for Medical Education at Indiana State University
Assistant Dean and Director: Professor Stith
General Information
First-Year Courses
Second-Year Courses
Return to Top
Indiana’s third largest city, Evansville is the economic, retail, and manufacturing hub of the three-state area serving northwestern Kentucky, southeastern Illinois, and southwestern Indiana. It is an area undergoing rapid growth and expansion through which the Ohio River flows as both artery of commerce and backdrop for cultural and recreational activities.
Because the region’s principal medical referral center is Evansville, our students have access to the expertise of the physicians and specialists who staff the city’s clinics and hospitals. Over 200 of these physicians are members of the clinical faculty, providing instruction in the first- and second-year curricula, third-year family practice clerkships, and fourth-year senior electives. A substantial number of these volunteers are Indiana University School of Medicine - Evansville (IUSM-E) alumni.
IUSM-E occupies the third floor of the Health Professions Center at the University of Southern Indiana. In addition to offices and research facilities, other features include two tiered classrooms, a multipurpose teaching lab, a gross anatomy lab (with showers for post-dissection clean-up), a center library with a dedicated computer room, private study rooms and carrels, and a student lounge.
Campus-based faculty members guide students through the courses that form the framework for their understanding of medicine. First-year students begin their course work with Biochemistry, Gross Anatomy, Histology, and Introduction to Medicine I: Patient-Doctor Relationship. Second semester courses are Physiology, Microbiology/Immunology, Neurobiology, and Introduction to Medicine I: Patient-Doctor Relationship.
The second-year student advances to Pharmacology, General Pathology, and the self-study Biostatistics tutorial in the first semester, and returns from semester break to Medical Genetics and Systemic Pathology. The backbone course of the second year, Introduction to Medicine II, begins in late August and ends in early May.
Enhancing the student-to-physician/instructor dialogue are IUSM-E-sponsored seminars, hospital grand rounds, continuing medical education symposia, the summer research studies for qualified students, and social events with members of the medical community and the Vanderburgh County Medical Society. Through the teaching hospitals, Deaconess and St. Mary’s, students have a wide choice of third-year clerkships and fourth-year electives. Students who are interested in a family practice residency at either hospital may elect to take the majority of their senior electives in Evansville.
The University of Southern Indiana (USI), IUSM-E’s state-supported host institution, is the fastest growing of Indiana’s colleges and universities. Offering undergraduate and graduate degree programs, USI’s enrollment exceeds 10,000. IUSM-E students are accorded special graduate student status entitling them to take advantage of the academic, entertainment, athletic, and recreational facilities available to USI students.
The Evansville campus seeks to help students not only realize their goals of attaining an M.D., but also appreciate the art of practicing medicine. Please visit our Web site at shaw.medlib.iupui.edu/ecme/ecmepage.htm.
For additional information concerning the Evansville campus, contact:
Rex D. Stith, Ph.D.
Health Professions Center, 3rd floor
Indiana University School of Medicine—Evansville
8600 University Blvd.
Evansville, IN 47712-3534
Telephone: (812) 464-1831
Fax: (812) 465-1184
Return to Evansville Center for Medical Education
ANAT D503 Gross Anatomy (7 cr.) A study of human anatomy, including dissection of the entire body. Lecture series will include topics in gross anatomy, developmental anatomy, radiographic anatomy, and selected clinical applications of anatomy. Saxon
ANAT D504 Histology (5 cr.) Lectures and laboratory study of the microscopic structure and function of cells, tissues, organs, and systems of the human body. Histogenesis and multidisciplinary sections on cell biology and endocrinology are included. Staff
ANAT D505 Neurobiology (5 cr.) A study of the anatomy, functions, and clinical aspects of the human nervous system. McGraw
BIOC B800 Biochemistry (5 cr.) Macromolecules, enzymes, bioenergetics, intermediary metabolism, nutrition, metabolic control systems, and endocrinology. Lectures and problem-based learning. Tunnicliff
IMMU J601 Medical Immunology (2 cr.) A study of human immunology from a biomedical perspective, concentrating on the fundamentals of innate and adaptive immune responses, followed by a focus on immunodeficiency diseases, autoimmune diseases, tumor immunology, and manipulation of immune responses. The course is designed to develop proficiency for Competency VI, “The Social and Community Contexts of Health Care,” Level 1. Aldrich
MICR J602 Medical Microbiology (4 cr.) Lectures, clinical case studies, clinical specimen evaluation, and independent study covering the topics of microbial physiology, pathogenic microbes and parasites, antibiotics and chemotherapy, disease pathogenesis, and host-parasite interactions. The competencies
addressed and evaluated in this course are problem-solving (Competency VIII, Level 1) and Competency III as to fund of knowledge. Both competencies will be addressed as they pertain to clinical microbiology; students will be tested to see if they are able to frame, understand, and solve unidimensional or straightforward problems and to see if they are able to use science to guide diagnosis, management, therapy, and prevention of infectious diseases in problem-based learning situations. Staff
PHSL F513 Physiology (9 cr.) A study of human function. Elements of homeostasis, excitable cells, circulation, digestion, respiration, and excretion are discussed at the molecular, supra-molecular, cellular, tissue, organ, organ system, and organismal levels. Lecture, laboratory, and discussion. Schaeffer
X600 Introduction to Clinical Medicine I: The Patient-Doctor Relationship (60 hrs.) (3 cr.) A multidepartmental interdisciplinary course designed to introduce students to the patient-doctor relationship through interactions with faculty and patients in a variety of settings. In small groups facilitated by primary care and behavioral science faculty, students direct their learning toward the complexity of the context from which a patient seeks medical care. In order to achieve this, students examine normal human behavior and development throughout the life cycle. Issues addressed include preventive health care, sexuality, cultural diversity, minority health issues, religion and spirituality, family dynamics, the economics of health care, and death and dying. Kalb
Return to Evansville Center for Medical Education
MGEN Q661 Medical Genetics (2 cr.) A comprehensive course in human genetics emphasizing the principles of genetics and their application to clinical medicine through the family history, clinical findings, and laboratory studies. Examples of specific problems, their evaluation, and genetic counseling will be used to supplement didactic material. Coe
MXCI X661 Introduction to Medicine (21 cr.) This course provides an introduction to the principles of patient interviewing and the physical examination, followed by the clinical application of these principles. Lectures are also provided by clinical faculty in surgery, obstetrics, psychiatry, surgical subspecialties, and the subspecialty topics of internal medicine. Eubanks and Clinical Faculty
MSCI X662 Biostatistics (1 cr.) An introductory syllabus geared to the teaching of the fundamentals of statistics. The primary purpose is to provide students with the ability to critically evaluate the reliability of biomedical data found in the literature. Tunnicliff
PATH C663 General Pathology (6 cr.) Introduction to mechanisms of disease through demonstrations, lectures, laboratory, and conferences; emphasis on basic concepts and principles of disease processes. Rayburn
PATH C664 Systemic Pathology (4 cr.) Presentation of pathology by organ systems with emphasis on etiologic factors, evolution of lesions, pathologic physiology, and clinical correlations. Rayburn
PHAR F664 Pharmacology (6 cr.) Comprehensive lectures, discussions, reviews, and laboratories with emphasis on the principles of drug action. Representative members of the most important groups of drugs are discussed in detail with regard to sites and mechanisms of action, and ‘‘dry’’ laboratories are designed to involve the student in various types of pharmacological problem-solving skills. Raess
Return to Evansville Center for Medical Education
Return to Top
Interim Director: Professor Vilensky
General Information
First-Year Courses
Second-Year Courses
Return to Top
Indiana University School of Medicine—Fort Wayne is located on the Indiana University–Purdue University Fort Wayne (IPFW) campus. The campus occupies the third floor of the Classroom Medical Building. The campus’ educational and research facilities include classrooms, teaching and computer laboratories, well-equipped individual faculty research laboratories, a microscopy facility, student lounge and study areas. A new center, twice the size of the present facility, is in the design phase and will increase both student amenities and research capacity. Groundbreaking is in April of 2007.
IPFW, located along the St. Joseph River in the northeastern section of Fort Wayne, is one of the most picturesque campuses in the state. The campus has an average enrollment of 12,000 undergraduate and graduate students, making it the fifth-largest university in the state. IPFW offers numerous academic programs and allows the campus’ students access to well-equipped computer facilities, the campus library, the student union and a sports center equipped with various courts, a track, and a variety of exercise equipment. IPFW athletics programs are NCAA Division 1 and belong to the mid-continent conference.
Seven tenured, full-time faculty members are involved in the first- and second-year programs. The faculty includes expert instructors in the fields of medical biochemistry, molecular biology, anatomy, histology, cell biology, embryology, microbiology, immunology, physiology,
pharmacology, and neuroscience. Three part-time faculty members serve as course directors for Introduction to Clinical Care for freshmen, Introduction to Medicine for sophomores, and General and Systemic Pathology. Three local physicians have clinical research projects within the campus.
The Fort Wayne campus’ first-year academic program is based on semesters: Gross Anatomy, Biochemistry, Molecular Biology, and Histology/Embryology are offered in the first semester. The second semester includes Medical Physiology, Neuroscience, and Microbiology/Immunology. For three hours per week throughout the first year, students gain clinical experience in history-taking, doctor/ patient relationships, and other areas in the Introduction to Clinical Care course.
The second-year academic program follows a modified semester format, with Medical Pharmacology, Biostatistics, Medical Genetics, and General Pathology offered in the first semester. Systemic Pathology is offered in the second semester. The Introduction to Medicine course spans both semesters of the sophomore year and includes aspects of advanced history-taking, medical ethics, nutrition, physical diagnosis, radiology, infectious diseases, cardiology, and other areas. More than 180 local physicians have School of Medicine clinical faculty appointments and participate in both the first- and second-year programs.
There is frequent interaction with the Fort Wayne Medical Education Program, this unique program offers family practice and orthopedic residencies in collaboration with the five community hospitals (Parkview, St. Joseph’s, Lutheran, Parkview North, and Dupont) and the Veterans Administration Medical Center. A variety of junior clerkships and senior electives, as well as continuing medical education events for both students and practicing physicians, are offered in Fort Wayne and select northeast Indiana communities. Physicians, residents and hospital personnel are easily accessible to medical students and enthusiastically provide informal clinical training and advice on career planning.
Fort Wayne is the second largest metropolitan area (220,000) in the state. The Botanical Gardens, award-winning Fort Wayne Children’s Zoo, Art Museum, Philharmonic, Performing Arts Center, and historical attractions provide its residents with cultural activities. Fort Wayne has professional hockey, baseball, and football, and IPFW is a national powerhouse in volleyball. Parks, playgrounds, and bike trails cover over 2,000 acres of public park land and nearby state parks provide recreational activities for outdoor enthusiasts throughout the year.
Please visit our Web site at histo.ipfw.edu/
For further information contact:
Joel A. Vilensky, Ph.D.
Interim Director
Indiana University School of Medicine—Fort Wayne
2101 E. Coliseum Boulevard
Fort Wayne, IN 46805
Phone: (260) 481-6732
E-mail: vilensk@ipfw.edu
Return to Fort Wayne Center for Medical Education
ANAT D506 Gross Anatomy (7 cr.) The study of anatomy of the adult human body by dissection, demonstrations through instructor prosections and teaching models and skeletons. Topics of radiographic anatomy will also be presented. Clinical applications will be emphasized through films, clinical correlation conferences, and case studies. Vilensky
ANAT D507 Histology and Embryology (5 cr.) Examination of structures of normal human cells, tissues, and organs at the light and electron microscopic level. Relationships of structures to function are emphasized. Topics of embryology will also be covered. Clinical correlation conferences are presented. Hoversland
ANAT D508 Neurosciences (5 cr.) Interdisciplinary investigation of the physiology and the gross and microscopic structure of the brain, spinal cord, and nervous system of humans. Aspects of brain energy metabolism, neurotransmitter synthesis and degradation, and psychopharmacology are presented. Laboratory activities include dissection of brain and spinal cord, examination of histologic sections, and clinical correlation conferences. Sweazey
BIOC B509 Medical Biochemistry (6 cr.) Introduction to biochemical terminology, methods, and concepts in a framework relevant to the practice of medicine. Principal topics include structures and reactions of the major classes of biological molecules, protein structure and function, enzymology, metabolism of biological molecules, biosynthesis of macromolecules, regulation of cellular activities, and introductory hematology. Demonstrations, case studies, and clinical correlation conferences are presented during laboratory sessions. Redman
MICR J525 Medical Microbiology and Immunology (6 cr.) Study of biological properties of bacteria, viruses, rickettsiae, fungi, and human parasites. Microbial physiology, genetics, and the action of antimicrobial agents are covered. Dynamics of host-parasite relationship relative to immunologic phenomena are presented. Diagnostic
microbiology and immunology, research methodology, and clinical correlation conferences are presented in the laboratory. Merkel
X600 Introduction to Clinical Care I: The Patient-Doctor Relationship (3 cr.) A multidepartmental interdisciplinary course designed to introduce students to the patient-doctor relationship through interactions in a variety of settings. In small groups facilitated by primary care and behavioral science faculty, students direct their learning toward the complexity of the context from which a patient seeks medical care. In order to achieve this, students examine normal human behavior and development throughout the life cycle. Issues addressed include preventive health care, sexuality, cultural diversity, minority health issues, religion and spirituality, family dynamics, the economics of health care, and death and dying. Blusys and Staff
PHSL F515 Human Physiology (7 cr.) Physiological function and regulation of the respiratory, cardiovascular, gastrointestinal, and excretory systems. Muscle structure and function; general properties of nerves, acid/base, electrolyte, and fluid homeostasis are also presented. Pathophysiologic function is introduced in clinical correlation conferences. Laboratory exercises serve to amplify concepts from lectures. Bell
Return to Fort Wayne Center for Medical Education
MGEN Q682 Medical Genetics (2 cr.) This lecture course covers probability, population genetics, inheritance, metabolic diseases, hemoglobinopathies, genetic diagnosis, and counseling. Bader and Staff
MSCI X683 Biostatistics (1 cr.) This brief online course will introduce descriptive statistics, common distributions, comparison of two parameters, regression analysis, analysis of variance, experimental design, and epidemiologic statistics.
MSCI X681 Introduction to Medicine (20 cr.) This multidisciplinary course is designed to introduce clinical medicine to sophomore medical students, using a lecture format and problem solving through taking patient medical histories, physical diagnosis and specialty physical diagnosis, and radiology conferences. These skills will be learned via direct patient contact. An organ systems approach will be used. Staff
PHAR F684 Pharmacology (6 cr.) This lecture/lab conference course covers pharmacodynamics, pharmacokinetics, biotransformation, drug interactions, and mechanism of action of major drug classes. Koritnik
PATH C683 General Pathology (6 cr.) Students will be introduced to pathologic terminology and disease processes by lectures, laboratory exercises, case studies, autopsies, and medicine/pathology conferences. Merkel and Staff
PATH C684 Systemic Pathology (6 cr.) Pathology of the organ systems will be presented by lectures, laboratory exercises, case studies, and pathology/medicine conferences. Etiologies, morphologic, physiologic changes will be noted; course coverage will be correlated with the Introduction to Medicine course as much as possible. Hoversland and Staff
Return to Fort Wayne Center for Medical Education
Return to Top
Assistant Dean and Director: Professor Coppoc
General Information
First-Year Courses
Second-Year Courses
Return to Top
The Indiana University School of Medicine—Lafayette was established in 1971 and is located on the campus of Purdue University, West Lafayette, Indiana. The greater Lafayette area consists of Lafayette and West Lafayette with populations of approximately 56,000 and 29,000 respectively. Medical students are registered as special graduate students in the Purdue University Graduate School. Housing is handled through University Residences, telephone (765) 494-1000 and the IUSM-L office, telephone (765) 494-8591.
Extracurricular activities include events typical of a Division I Research University, a number of movie theaters in Greater Lafayette as well as the Lafayette Symphony Orchestra, Lafayette Civic Theater, and Feast of the Hunters’ Moon. Because the medical students are graduate students, they are entitled to student rates for the many athletic department activities, the Purdue Convo-series, the Recreational Sports Center, Memorial Union, and many other Purdue facilities. Work for spouses is coordinated through the local office of Employment Security Division.
Purdue University enrolls nearly 39,000 undergraduates and graduate students with approximately 7,000 graduate students pursuing advanced degrees. The Lafayette Center has 3 full-time and 34 part-time faculty members and over 100 clinical associate faculty (physicians). Lynn Hall is the site of the lectures, varied laboratory experiences including Anatomy and Pathology courses, and study areas. Libraries are available in Lynn Hall, Lilly Hall, Stewart Center (Main Campus Library) and in the hospitals that the students visit. These hospitals include Community Health Clinic, Lafayette Home Hospital, Saint Elizabeth Medical Center, Purdue University Student Health Center, Wabash Valley Hospital and the Indiana Veterans’ Home.
The IUSM-L calendar follows the Purdue University calendar of 16 weeks of class, including holidays, per semester, with one week of final exams. Opportunity exists for independent study and combined Ph.D./M.D. degrees. The students have audio-visual material available at the IUSM-L in Lynn Hall. Clinical activities include visits to physician’s offices, hospitals, hospital emergency rooms, clinics, and various social agencies.
For further information concerning the Lafayette Center, write:
Director
Indiana University School of Medicine—Lafayette
(on the campus of Purdue University)
625 Harrison Street
Lynn Hall, Room B181
West Lafayette, Indiana 47907-1522 Phone: (765)494-8591
Fax: (765) 494-7994
E-Mail: mededadmin@vet.purdue.edu
Website: www.vet.purdue.edu/bms/lcme/index.html
Return to Lafayette Center for Medical Education at Purdue University
LCME 501 Human Gross Anatomy and Embryology (8 cr.) A systematic study and dissection of the body using a regional approach. Conferences and discussions with members of staff and practicing physicians. Series of lectures on developmental and clinical anatomy. Designed for Competency I “Effective Communication” and Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” Level 1.
LCME 502 Human Histology and Cell Biology (5 cr.) A study of cell structure and function, basic tissues, and their arrangement into organs and organ systems. Lectures, small group laboratories, conferences, and discussions with members and staff and practicing physicians. Designed for competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” IV “Lifelong Learning,” and VIII “Problem Solving,” Level 1.
LCME 503A Medical Physiology (6 cr.). A study of human/mammalian physiology from a biomedical perspective, concentrating on the following systems: pulmonary
gastrointestinal, endocrine, renal, and cardiovascular. Designed to develop proficiency for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” and Competency VIII “Problem Solving,” Level 1.
LCME 504 Molecular Biology of the Cell (3 cr.) A lecture course that will introduce the cell with emphasis on molecular mechanisms and the relationship between structure and function. Topics include: the properties and interactions of the macromolecules that comprise the cell; DNA, RNA, and protein synthesis and processing, regulation of transcription and translation; protein sorting and organelle traffic; cell motility; signal transduction; and the cell cycle. Designed to develop proficiency for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” and Competency IV “Lifelong Learning,” Level 1.
LCME 505 Medical Biochemistry (3 cr.) Carbohydrate and energy metabolism; metabolic pathways of small molecules; molecular endocrinology. Special emphasis on biochemical aspects of human medicine. Designed for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” Level 1.
LCME 506 Medical Microbiology (3 cr.) Properties of bacteria, viruses, fungi, and animal parasites of medical importance and their relation to infectious diseases. Designed to develop proficiency for Competency I “Effective Communication,” Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” Level 1.
LCME 507 Human Neuroscience (5 cr.) Introduction to neuroscience as it relates to modern medicine. Basic principles of neurophysiology, neuroanatomy, and the nomenclature will be taught. Understanding of molecular and systemic basis of specific neurological diseases will be emphasized. Systematic integration of structure/function relationships and neurology will be practiced in laboratories and case presentations. Designed to develop proficiency for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention” and Competency VIII “Problem Solving,” Level 1.
LCME 514 Principles of Human Immunology (2 cr.) Limited to medical students only. An overview of the fundamental concepts of human immunology. Focuses on the interactions between the host and microbial pathogens and on mechanisms that underlie hypersensitivity reactions, autoimmune diseases, and immune deficiencies. Discusses the principles of vaccination and serological testing. Designed to develop proficiency for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” and Competency IV “Lifelong Learning,” Level 1.
MSCI X600 Introduction to Clinical Medicine I (3 cr.) A multi-departmental course designed to introduce students to the patient-doctor relationship. Students learn to survive medical school while maintaining peak performance, to establish rapport with patients through service learning, to take and record a proper medical history, to relate empathetically with individuals in different stages of life and cultural or socioeconomic groups. Students also learn to deal with selected ethical issues in the patient-physician relationship. Designed for Competency I “Effective Communication, Competency II “Basic Clinical Skills,” Competency VI “Social and Community Contexts of Health Care,” Competency VII “Moral Reasoning and Ethical Judgment,” and Competency IX “Professionalism and Role Recognition,” Level 1.
MSCI-PBL 620 Concepts of Health and Disease I (2 cr.) A course for first year medical students incorporating small group, problem based learning. Students work in small groups facilitated by faculty tutors to discuss clinical cases. Designed to develop Competency I “Effective Communication,” Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” Competency IV “Lifelong Learning,” Competency V “Self-awareness, Self-care and Personal Growth,” and Competency VIII “Problem Solving,” Level 1.
Return to Lafayette Center for Medical Education at Purdue University
LCME 510 Basic Principles of Pharmacology (3 cr.) Basic principles and clinical aspects of modern pharmacology and toxicology. Physicochemical characteristics of drugs, structure-activity relationships, toxicities, side effect. Drugs that affect the cardiovascular, renal, endocrine, and peripheral nervous systems. Designed to develop proficiency for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” IV “Lifelong Learning,” and VII “Moral Reasoning and Ethical Judgment,” Level 1.
LCME 511 Basic Principles of Pharmacology (3 cr.) Continuation of LCME 510. Drugs that affect the central nervous system, gastrointestinal and hematopoietic systems, chemotherapeutic agents, and introductory toxicology. Designed to develop proficiency for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” IV “Lifelong Learning,” and VII “Moral Reasoning and Ethical Judgment,” Level 1.
LCME 512 Human Pathology I (6 cr.) Introduction to the study of mechanisms of disease, including definitions, etiology, gross and microscopic lesions, and pathogenesis by means of lectures, laboratory demonstrations and conferences; emphasis on the basic concepts and principles of disease processes. Designed to develop proficiency for Competency I “Effective Communication,” Competency II “Basic Clinical Skills,” Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” and Competency VIII “Problem Solving,” Level 1.
LCME 513 Human Pathology II (5 cr.) Continuation of LCME 512. Introduction to the study of mechanisms of disease, including definitions, etiology, gross and microscopic lesions, and pathogenesis by means of lectures, laboratory demonstrations and conferences; emphasis on the basic concepts and principles of disease processes. Designed to develop proficiency for Competency I “Effective Communication”, Competency II “Basic Clinical Skills,” Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” and Competency VIII “Problem Solving,” Level 1.
MGEN 603 Medical Genetics (2 cr.) A comprehensive course in human genetics emphasizing the principles of genetics and their application to clinical medicine through the family history, clinical findings, and laboratory studies. Examples of specific problems, their evaluation, and genetic counseling will be used to supplement didactic material. Designed to develop proficiency for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” Competency VIII “Problem Solving,” Level 1.
MSCI X631 Introduction to Clinical Medicine II (18 cr.) A multi-departmental course designed to introduce clinical medicine. Includes medical history taking and physical examination skills learned at the bedside with direct patient contact. Clinical medicine is surveyed concurrently with emphasis on pathophysiology and diagnosis. Problem solving skills are stressed, including synthesis and interpretation of medical data. Designed for Competency I “Effective Communication,” Competency II “Basic Clinical Skills,” Competency VI “Social and Community Contexts of Health Care,” and Competency IX “Professionalism and Role Recognition,” Level 1.
MSCI X632 Evidence-Based Medicine (1 cr.) Application of principles of Biostatistics and Epidemiology to clinical and diagnostic decision making. Course includes lectures, discussions and active learning exercises. Designed to develop proficiency for Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” Competency IV “Lifelong Learning,” and Competency VIII “Problem Solving,” Level 1.
MSCI-PBL 640 Concepts of Health and Disease II (2 cr.) A course for second year students incorporating small-group, problem-based learning. Students work in small groups facilitated by faculty tutors to discuss clinical cases. Designed to develop proficiency for Competency I “Effective Communication,” Competency III “Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention,” IV “Lifelong Learning,” V “Self-Awareness, Self-Care, and Personal Growth,” VII “Moral Reasoning and Ethical Judgment,” and Competency VIII “Problem Solving,” Level 1.
Return to Lafayette Center for Medical Education at Purdue University
Return to Top
Director and Assistant Dean: Professor Walker
General Information
First-Year Courses
Second-Year Courses
Return to Top
The Indiana University School of Medicine—Muncie (IUSM—Muncie) is located on the periphery of the Ball State University campus, immediately adjacent to Ball Memorial Hospital in Muncie, Indiana. Muncie is an agricultural-industrial community with a population of approximately 80,000. IUSM—Muncie is located in the northwest portion of the city. Ample student housing is available in the immediate vicinity of the center.
Ball State University has an enrollment of approximately 18,000 students pursuing both undergraduate and graduate degrees. Among the resources available at Ball State University is a library complex, which is available to students at IUSM—Muncie. In the physical education department, an indoor track and an Olympic-size swimming pool are available for student use. Among the cultural opportunities available at Ball State University are the Muncie Symphony, Artists Series, Concert Series, and Muncie Ballet Company. The Muncie Civic Theatre also provides entertainment throughout the year.
The IUSM—Muncie has six full-time faculty members, eight part-time members and thirty-four volunteer physicians involved in the first-and second-year programs. One of the major advantages of the Muncie center is its proximity to Ball Memorial Hospital. Ball Memorial Hospital is a 400-bed community hospital with a full range of specialists. The medical staff of Ball Memorial Hospital is committed to medical education, and there are currently 63 residents involved in postgraduate education at Ball Memorial Hospital. Residencies are offered in family medicine, internal medicine, pathology, and transitional. Freshman students at IUSM—Muncie are invited to shadow house staff members. There are opportunities for summer externships at Ball Memorial Hospital for students between their freshman and sophomore years.
The North Tower in Ball Memorial Hospital includes a surgical suite, a laboratory, and a radiology department. There is also an extensive medical library with a full range of journals, books, and audiovisual equipment. Extensive computer support is available in the library.
An Outpatient Pavilion houses physicians’ offices. Other major services offered by the hospital include an Oncology Center, and a new Cardiology wing that is currently under construction.
The Edmund F. Ball Medical Education building was completed in June of 2000. It houses the Ball Memorial Hospital Family Medicine Clinic/Residency Program and the teaching and research programs of the Muncie Center for Medical Education.
Classes during year one at IUSM—Muncie are taught using a block schedule; students are taught a single discipline during each block. Year two classes are taught using a traditional schedule.
For further information concerning the Muncie Center, contact:
Director
Indiana University School of Medicine–Muncie
E.F.
Ball Medical Education Building,
Room 201
Ball State University
Muncie, IN 47306-1099
Phone: (765) 751-5100
Fax: (765) 751-5116
E-mail: swalker@bsu.edu
Web site: www.bsu.edu/web/mcme
Return to Muncie Center for Medical Education at Ball State University
ANAT 601 and 601L Human Gross Anatomy (7 cr.) A strong background in basic morphologic and functional relations. Emphasis on regional anatomy. Taught as a seven-week block during the fall semester. Wilkins
ANAT 606 Medical Neuroanatomy (6 cr.) Normal structural and functional organization of the human central nervous system as a background for the interpretation of its dysfunction. Assumes prior knowledge of human gross anatomy and general physiology. Taught as a four-week block in the spring semester. Milton
ANAT 631 Medical Histology (5 cr.) Normal and abnormal developmental processes related to the differentiation of tissues and organs; microscopic study of organs and tissues as background for physiological and pathological consideration. Taught as a four-week block in the fall semster. Ganion
BIOL 642 Medical Microbiology I (6 cr.) Microbiology for medical students. Considers bacteria, fungi, parasites, and viruses as agents
in human disease and the immunological and serological aspects of the host-parasite relationship. The course also emphasizes molecular and cellular immunology, and the roles of immune processes in health and disease. Taught as a six-week block during the spring semester. Webb and Walker
CHEM 667 Medical Biochemistry I (6 cr.) Chemistry of major cellular constituents; enzymes as the catalysts of intracellular chemical reactions, with emphasis on underlying principles of physical and organic chemistry and molecular biology. Taught as a five-week block during the fall semester. Fromm and Pederson
X600 Introduction to Clinical Medicine I: The Patient-Doctor Relationship (48 hrs.) (2 cr.) A multidepartmental interdisciplinary course designed to introduce students to the patient-doctor relationship through interactions with faculty and patients in a variety of settings. In small groups facilitated by primary care and behavioral science faculty, students direct their learning toward the complexity of the context from which a patient seeks medical care. In order to achieve this, students examine normal human behavior and development throughout the life cycle. Issues addressed include preventive health care, sexuality, cultural diversity, minority health issues, religion and spirituality, family dynamics, the economics of health care, and death and dying. Adrian and Routh
PHYS 640 Medical Physiology (6 cr.) Provides a concise summary of mammalian and human physiology for medical students. Review of cellular physiology; comparative physiology included where pertinent. Overall organization based on coverage of the organ-systems type. Taught as a six-week block during the spring semester. Milton and Bishop
Return to Muncie Center for Medical Education at Ball State University
MGEN Q641 Medical Genetics (2 cr.) A comprehensive course in human genetics, emphasizing the principles of general and molecular genetics and their application to clinical medicine through family history, clinical findings, and laboratory studies. Litt
MSCI X641 Introduction to Medicine (22 cr.) A multidepartmental course designed to introduce clinical medicine. Includes medical history taking and physical examination skills learned at the bedside with direct patient contact. Clinical medicine is surveyed concurrently with emphasis on pathophysiology and diagnosis. Problem-solving skills are stressed, including synthesis and interpretation of medical data. Staff
MSCI X642 Biostatistics (1 cr.) Biostatistics for medical students; basic statistical techniques and their application to medical problems are introduced. Zimmerman
PATH C643 General Pathology (4 cr.) Introduction to mechanisms of disease through demonstration, lectures, laboratory, and conferences; emphasis on basic concepts and principles of disease processes. Kim
PATH C644 Systemic Pathology (8 cr.) Presentation of pathology by organ systems with emphasis on etiologic factors; evolution of lesions; pathologic, physiologic, and clinical correlations. Kim
PHAR F644 Pharmacology (5 cr.) Lectures, quizzes, laboratory. Drugs classified as to site and mechanism of action; representative members of each class of drugs discussed; rational clinical uses emphasized. Zimmerman
Return to Muncie Center for Medical Education at Ball State University
Return to Top
The Patient-Centered Learning Program
Our Problem-Based (Case-Based) Learning Approach
Second-Year Courses
Return to Top
The Patient-Centered Learning Program
The academic program at the Northwest Campus is designed around the principle that the learning of essential basic science information should occur in the context of patient interaction, patient case studies and practice of clinical skills. To that end, the faculty of the Northwest Campus have dedicated themselves to a student-centered and patient-centered approach that involves their widely acclaimed Problem-Based Learning Curriculum, the unique History and Physical Learning Center, the Steven C. Beering Library, externship opportunities with local physicians and hospitals, and the participation of 132 volunteer community physicians.
The Northwest campus Patient-Centered Learning Program provides an unique opportunity within the Indiana System for students to experience a different, and we think excellent, approach to medical student learning.
We welcome visits from prospective students who would like to learn more about our Patient-Centered Learning Program and to participate with our first- or second-year medical students in one of the case-based learning sessions described below. Please contact Dr. Pat Bankston, Assistant Dean and Director, pbanks@iun.edu, to schedule a visit.
Return to Northwest Center for Medical Education
Our Problem-Based (Case-Based) Learning Approach
For nineteen years after its founding in 1972, Indiana University School of Medicine—Northwest offered a traditional first- and second-year medical curriculum. Beginning with the 1989-1990 academic year, the
Northwest Campus introduced an innovative curriculum with heavy emphasis on problem solving and active learning. The highlights of this new curriculum include: (A) problem‑based learning (PBL) sessions, where small groups of 5-7 students meet three times a week for two hours to discuss and analyze patient cases in the presence of a faculty moderator. During these student-directed PBL sessions, students set learning objectives, generate and test hypotheses, share learned information, and apply knowledge of basic science principles to the care of patients; (B) small numbers of lectures presented by experienced faculty supplement the PBL sessions by providing helpful overviews of key concepts; (C) organization of the first and second year curricula into 7 sequential “Steps” or units; this approach allows students to concentrate all of their studies to one subject at a time; (D) basic science laboratories in Gross Anatomy, Histology, Neuroscience, and Pathology provide active-learning experiences that reinforce and expand the knowledge base attained during PBL sessions and lectures; and (E) PBL sessions, lectures and laboratories end by noon each day, allowing ample time for independent study and one or more afternoons per week for other patient-based activities.
The 7 Steps (courses) of the IUSM—Northwest PBL curriculum are:
1st Year |
| Step 1 |
The Molecular Basis of Medicine
(Biochemistry, Molecular Biology) |
6 weeks |
| Step 2 |
Human Structure (Gross
Anatomy, Histology, Cell Biology) |
11 weeks |
| Step 3 |
Systemic Function and Drug Action (Physiology) |
6 weeks |
| Step 4 |
Neural Control and Disease (Neuroscience) |
6 weeks |
| Step 5 |
Medications and Disease (Pharmacology) |
6 weeks |
Doctor/Patient Relationship (dispersed throughout the first-year) |
2nd Year |
| Step 6 |
Invasion and Defense (General
Pathology, Microbiology, Immunology) |
11 weeks |
| Step 7 |
Pathophysiology and Advanced Problem Solving (Introduction to Medicine,
Systemic Pathology, Advanced Doctor/Patient Relationship) |
24 weeks |
PBL 610 Step 1: The Molecular Basis of Medicine (6 cr.) This step deals with the basic principles of biochemistry and molecular biology as they apply to medicine. Specifically, in this step the student will gain a working knowledge of amino acids, proteins, enzymes, thermodynamics, digestion and metabolism of carbohydrates, lipid, protein, and amino acids (both catabolic and anabolic pathways),
metabolic control, lipoprotein metabolism and lipid transport, nitrogen waste disposal, heme metabolism, purine and pyrimidine metabolism, structure of nucleic acids, replication of DNA, synthesis of RNA and protein, genetic code and genetic control in eukaryotes, recombinant DNA technology, the biochemistry of vision, muscle and nerve metabolism, integration of metabolism, vitamins and nutrition, and hormone action. Offered by the Northwest Center only.
PBL 620 Step 2: Human Structure (12 cr.) Human Structure is an intensive integrated step combining cell biology, histology, gross anatomy, embryology and radiology that is designed to acquaint the medical student with the structures of the human body from gross to subcellular. A combination of small-group, case-based sessions, supervised laboratory periods and selected general lectures are used to instruct the students in this step. The clinical cases are designed to stimulate student-directed learning and problem solving with materials gathered from pathology, surgery, and radiology. The laboratories will offer experience in viewing normal structures from gross dissections to electron micrographs. The emphasis of the step is on gathering a general understanding of the correlations of structure with function and on the views of the body possible with the various macroscopic and microscopic imaging techniques. Offered by the Northwest Center only.
PBL 631 Step 3: Systemic Function (6 cr.) This step builds on the knowledge and problem-solving skills the medical students acquire in Steps 1 and 2. Step 3 is a comprehensive analysis of human physiology, organized around the main organ systems of the body. The themes developed over the six-week period explore physiological aspects of cellular phenomena, the autonomic nervous system, the cardiovascular system, the renal system, the respiratory system, the endocrine system, and the gastrointestinal system. Central to the step is a weekly analysis of medical problems. This serves to integrate physiological aspects of the organ systems with clinical problem solving and with material introduced in Steps 1 and 2. Scheduled key lectures are also used to complement the problem-based learning. Offered by the Northwest Center only.
PBL 641 Step 4: Neural Control and Disease (6 cr.) The Neural Control step studies the structure and function of the nervous system. This multidisciplinary step integrates neuroanatomy, neurophysiology, and
neurochemistry with a strong core element of introductory neurology. Emphasis is on directing students in the acquisition of clinically relevant information that can be successfully applied to the performance of the neurological examination and lesion localization. Problem-based learning sessions, laboratory exercises, and lectures emphasize basic structure and function of neurons, regional neuroanatomy, motor and sensory systems, special senses, hypothalamus and the autonomic nervous system, cerebral hemispheres and behavior, and introduction to the mechanisms and treatment of neurological disorders and diseases. Offered by the Northwest Center only.
PBL 645 Step 5: Medications and Disease (6 cr.) An intensive and systematic study of the drugs used in diagnosis, prevention, and treatment of human diseases in a Problem-Based Learning (PBL) format. The core contents are given as comprehensive lectures that include classification of drugs, effects and mechanism of action, disposition, fate, toxicity, uses, drug interactions, and contraindications. Through the PBL tutorial sessions, the students engage in cases that involve a multidisciplinary approach and integration of pharmacological principles in treating diseases. Offered by the Northwest Center only.
PBL 661: Doctor/Patient Relationship (4 cr.) Since the inception of the Northwest Center for Medical Education’s Regional Center Alternative Pathway, the curriculum has included a component called the Doctor/Patient Relationship. Doctor/Patient Relationship is designed to foster desired characteristics of the primary care physician. In this component students develop skills to communicate effectively with patients and their families, to show empathy toward patients, and to appreciate patient differences in cultural values and socio-economic levels. Students are also exposed to a series of clinical experiences that illustrate the impact of illness on patients’ lives and what they expect from their physicians. Offered by the Northwest Center only.
Component Descriptions
Behavioral Science The Behavioral Science curriculum deals with systemic introduction to human development involving learning, conditioning and perception. Cases, including those used in Step 1 through Step 5, will be used to emphasize human behavioral studies regarding those concepts that are considered useful in understanding and treating disturbed behavior. The development of personality and the role of mental mechanisms in healthy and unhealthy adjustments are also reviewed.
Medical Ethics Medical Ethics consists of a series of seminars devoted to discussion of various topics such as disclosure, confidentiality, informed consent, and death and dying. Cases posing dilemmas that relate to step cases will be presented, along with abstract material to facilitate conceptual and ethical analysis.
History Taking and Physical Diagnosis The H & P Learning Center’s goal is to support medical education, evaluation, and research. It uses standardized patients to create simulations of history and physical findings of real patients. Standardized patients are individuals trained to present a patient’s history and physical examination findings in a consistent manner. They are also trained to evaluate the clinical and interpersonal skills of individual medical students. Students will be involved in many projects utilizing the H & P Learning Center and standardized patients during the Doctor/Patient Relationship course.
History Taking The fundamentals of history taking consist of five introductory history-taking sessions in the first half of the freshman year. To aid in the development of history-taking skills, students will be participating in several projects involving hands-on training with standardized patients in the H & P Learning Center. In addition to the introductory history-taking sessions, students will be involved in a series of preceptor visits. Each student will be paired with a local area family practitioner. The student will shadow the preceptor in a primary care setting. As the student develops history-taking skills, he/she will interview patients seen in the preceptor’s office. Preceptors will critique the student’s write-ups and provide feedback so improvement can be made on their history-taking skills. At the end of the history-taking instruction, students will be evaluated by standardized patients in the H & P Learning Center.
Physical Diagnosis The second term of the freshman year will continue with instructing the fundamentals of the Physical Examination. This portion of the curriculum consists of ten sessions. Each week a portion of the physical exam will be presented first by demonstration on a standardized patient, and then by having students pair up to practice. Standardized patients will also be used in a series of learning sessions in the H & P Learning Center. During this segment of the curriculum the students will have an opportunity for hands-on experience in the physical exam. Students will examine standardized patients “from head to toe” in several H & P Learning Center Projects. The history and physical exam instruction will culminate in a testing session using standardized patients in the performance of a head-to-toe physical exam with history and health-risk appraisal in the H & P Learning Center.
Chronic Patient Program At the beginning of each academic year, freshmen students will be assigned one chronic patient to monitor and care for consistently for the two years they stay at the Northwest Center. Students will be expected to visit or speak with their patient on a weekly and/or biweekly basis. They also will be expected to keep a detailed journal of their experiences in treating their patient. In turn, the patient will utilize their medical student as a resource for questions concerning treatment, and as a means of emotional support. The intent of this project is to introduce students to the art of building a solid doctor-patient relationship. Students look to their preceptors for help and guidance during this experience. All students must report any significant patient comments or physical exam findings to the patient’s primary care physician. All charts and journals will be considered confidential material and only first names should be used when documenting any information about the chronic patients.
Discussion Series In addition to Behavioral Science, Medical Ethics and History Taking and Physical Diagnosis, the Doctor/Patient Relationship will include a group discussion segment which has been characteristic of this portion of the curriculum since its inception at the Northwest Center. The Discussion/Brown Bag Series is designed to encourage group cohesion among students and to provide a mechanism for communication for both the students and the faculty. The discussion series will be interspersed with preceptor visits the first ten weeks of the freshman year. Sessions will consist of guest speakers, panel discussions, and student discussions. These sessions will be organized around topics which integrate the various components of the Doctor/Patient Relationship. The series may include such topics as professionalism, the Managed Care Plans, family systems, prevention and health maintenance, medical malpractice, the importance of community in health care systems, spirituality and cross-cultural issues in patient care and issues in documentation and confidentiality. Faculty members involved in all areas of the Doctor/ Patient Relationship will be encouraged to attend these sessions so all issues will be viewed from a variety of perspectives.
Return to Northwest Center for Medical Education
Second-Year Courses
PBL 650 Step 6: Invasion and Defense (11 cr.) This interdisciplinary course deals with the nature of infectious agents and tumors and the host response to invasion and injury. Students learn the concepts of general pathology, immunology, microbiology, infectious diseases, and elements of pharmacology through discussion and problem-solving of clinical cases and independent study. Offered by the Northwest Center only.
PBL 662 Step 7: Pathophysiology and Advanced Problem Solving (28 cr.) A multidisciplinary course emphasizing etiology, pathophysiology, morphological changes and evolution of lesions in an open system approach. Through clinical cases, sophomore medical students identify learning issues in problem-based learning sessions and in a few lectures; key concepts are introduced.
This step is subdivided into three units:
- First Unit (7 weeks): includes the in-depth study of cardiology, pulmonary medicine, nephrology, and obstetrics/gynecology.
- Second Unit (7 weeks): introduces and discusses endocrinology, gastroenterology, pediatrics, and medical genetics extensively.
- Third Unit (8 weeks): deals with neurology, hematology/oncology, psychiatry, rheumatology, and geriatrics.
Also running concurrently in this step is the Specialty Diagnosis component of the Doctor/ Patient Relationship. Students experience each specialty by spending afternoons at physicians’ offices or in hospital settings, observing physician-patient interactions through focused history taking and physical examination. Offered by the Northwest Center only.
Our library, librarian and library assistant help students gather information and provide a place to study.
To facilitate self-directed study, students have 24-hour access to the Steven C. Beering Medical Library and Medical Resource and Learning Center, which houses a Student Learning Center with 19 computer stations, audio-visual and computer-directed learning programs, and an extensive series of periodicals, textbooks, and other reference materials. A professional librarian and assistant are available to help students locate the latest in medical information to aid their studies. The library complex has ten comfortable study rooms for students and a lounge area for reading journals or medical literature. The Northwest campus is the only regional campus in the School of Medicine that maintains a large medical library and student study center of this nature.
Our Doctor/Patient Course facilitates learning of professional skills, values, attitudes and behaviors important to our student doctors.
An important part of the IUSM—Northwest Patient Centered Learning Program is the Doctor/Patient Relationship course. One element of this course is eight weeks of exposure to patients in family practice physician’s offices beginning in the first week of medical school. A similar eight-week experience with specialty physicians begins the
second year of medical school. Student clinical skills are taught by local doctors who instruct students in the fundamentals of doctor/patient interactions, patient interviewing, and many other aspects of primary care ambulatory medical practice. Topics “medical ethics” and “behavioral science” are also part of the the Doctor/Patient Course.
The History and Physical Learning Center helps student doctors learn and practice interviewing and physical exam skills early in their curriculum.
To facilitate the Doctor/Patient Relationship course, the Northwest campus maintains for the exclusive use of its students a state-of-the-art History and Physical Learning facility, the largest and most extensive H&P learning facility of all the regional campuses. The facility has six private examination rooms for students to practice their skills with standardized patients (SPs). SPs are individuals trained to present a patient’s history and physical examination findings in a “standardize-” manner, and to evaluate the clinical and interpersonal skills of the medical student examiners. Instruction and extensive practice sessions in H&P skills at IUSM—Northwest is offered during the first year of medical school (all other programs at IUSM teach these skills in the second year); thus, our students are uniquely prepared to apply their H&P skills to real patient experiences between the first and second years (summer externships).
Students follow an ill patient as the patient’s own student doctor for two years to learn the real life problems, family situations, financial difficulties and changes that occur in the
course of receiving medical care.
Another important and unique element of the IUSM—Northwest Doctor/Patient course is the “Chronic Patient.” Each first year student is assigned a patient with a chronic medical problem to monitor and “care for” during the two years that the student is on campus. The “Chronic Patient” program provides the student multiple opportunities to practice H&P skills on a real patient and offers a unique opportunity to develop a special relationship with a patient for a two-year period. Some students become like family members, attending birthday parties, visits to the doctor and surgeries. Through these interactions, each student learns about the humanistic side of medicine and gains knowledge of patient social, financial, cultural and spiritual matters that may influence medical care and patient management.
Competency Education is an easy matter in our student-centered and patient-centered approach.
The Northwest Campus has been a leader in the implementation of the IUSM Competency‑Based Curriculum, and all courses and all faculty participate in competency training and assessment. The goal of the Competency Curriculum is to develop and graduate physicians with characteristics that represent the highest aspirations of the profession. We expect our students to strive for the qualities of altruism, honesty, compassion, respect, responsibility, accountability and excellence, and upon graduation to pursue their work as a virtuous activity and a moral undertaking. In other words, our goal for our students is for them to become virtuous physicians. At IUSM—Northwest, the patient-centered approach, the small student to faculty ratio, 3- times-per week small group PBL sessions, and H&P training with SPs allow multiple opportunities to teach competencies and to provide fair evaluations, feedback and timely help if skills need improvement.
Scholarships available
A limited number of Northwest Indiana scholarships are available for eligible students attending the Indiana University School of Medicine—Northwest. Inquiries should be made to Dr. Bankston.
Summer Research Opportunities
A small number of research-oriented medical students are chosen each year to participate in the Summer Research Fellowship Program. Students in this program are awarded a stipend to work on biomedical research projects under the supervision of a campus faculty member in the summer between the first and second year.
Medical students at IUSM—Northwest are also welcome and encouraged to attend any of the numerous educational programs hosted by the Northwest campus, including, (a) our annual Fall and Spring seminar series in basic and patient-based research; (b) visiting professor lecture-hour series presented by guest lecturers; (c) any of the large number of additional medical-educational activities that are offered by seven local hospitals.
Student-Centered Approach
The philosophy of the faculty and support staff toward medical students is one of helpfulness and nurture of adult learners, as student doctors learn the knowledge, skills, values and attitudes characteristic and unique to the special profession that they are entering. The faculty and support staff see themselves as partners, facilitators and resources to help students realize their goal of becoming the best doctor they can be, for their own sake and that of their future patients.
Location and Facilities
Indiana University School of Medicine—Northwest is located on the Indiana University Northwest campus in the Glen Park area of the City of Gary and occupies approximately 35,000 square feet of a new building on the southwest corner of the campus. The safe and attractive campus is bounded on three sides by the Little Calumet River, the well-kept residential community of Glen Park, and the Gleason Golf Course. Students have 24-hour access to the building and all of its facilities. The new building includes a student lounge with a small kitchen area and refrigerator for personal food storage and preparation. Locker rooms and showers provide students with a place to freshen up after exercise or sessions in the gross anatomy laboratory.
The current undergraduate enrollment at the I.U. Northwest campus is approximately 5,000 students. I.U. Northwest has a student union complex with gymnasium and fitness center available for medical student exercise and a cafeteria for low-priced food. Cultural activities on campus are numerous, including an IUN- sponsored local drama group, the Northwest Theater, and The Northwest Indiana Symphony Orchestra. In addition, the numerous sports events, museums, ethnic neighborhoods, restaurants, and cultural attractions of Chicago are less than an hour drive from the Campus. For those who prefer an escape to the out-of-doors, the Hoosier Prairie and the Indiana Dunes National Lakeshore, in addition to numerous parks in Lake, Porter and LaPorte Counties, are outstanding areas for hiking, swimming, picnics, and cross country skiing.
Housing
Northwest Indiana offers a variety of housing opportunities within easy driving distance of the campus. IUN is a commuter campus and, as such, has no dormitories or other student housing. However, IUSM—Northwest maintains two apartment buildings directly across from the medical building with a limited number of apartments for reasonable rent to medical students. Arrangement to see the apartments is strictly by appointment only with Dawn Ilgenfritz, director of operations and finance, IUSM—Northwest, Phone (219) 980-6551, dilgenfr@iun.edu. Unscheduled visits cannot be accommodated.
For additional information concerning Indiana University School of Medicine—Northwest, please visit the Web site: iusm-nw.medicine.iu.edu/, or, write or contact:
Patrick W. Bankston, Ph.D.
Assistant Dean and Director
Professor of Anatomy and Pathology
Professor of Pathology and Laboratory Medicine
Indiana University School of Medicine—Northwest
3400 Broadway
Gary, Indiana 46408
Phone: (219) 980-6562
Fax: (219) 980-6566
E-mail: pbanks@iun.edu
Return to Northwest Center for Medical Education
Return to Top
Director: Professor Rudolph M. Navari, M.D., Ph.D.
General Information
First-Year Courses
Second-Year Courses
Return to Top
The Indiana University School of Medicine—South Bend is located on the campus of the University of Notre Dame (UND). South Bend is the center of a metropolitan area extending from Elkhart, Indiana, to Niles, Michigan, with an urban population of over 300,000. Students assigned to the center are considered special graduate students of the University of Notre Dame and are eligible for privileges of UND students. Most medical students live off campus. Assistance in locating housing is available through the office of the center and through the University of Notre Dame.
The academic calendar is that of the University of Notre Dame, which follows a semester system. First-semester freshman courses cover anatomy, histology/embryology, biochemistry, and behavioral science (a component of ICM-I). Second-semester courses cover microbiology, physiology, neuroscience, and Intro to Clinical Medicine I. All courses are taught by faculty of Indiana University who have adjunct appointments with UND.
The fall curriculum for sophomore medical students is Introduction to Clinical Medicine II, Pharmacology, General Pathology, and the beginning of Systemic Pathology. In the spring, Systemic Pathology and Introduction to Medicine II continue, and Medical Genetics is added. Courses are taught by faculty of Indiana University and clinicians from the community.
South Bend has been active in postgraduate medical education for many years. St. Joseph’s Medical Center and Memorial Hospital of South Bend have active family practice residency programs with 18 residents per year at each hospital. The South Bend Medical Foundation provides clinical and anatomic pathology services for the communities of Elkhart, Mishawaka, and South Bend. It has an excellent medical library. Dr. Prahlow, a pathologist from the foundation, teaches general and systemic pathology to sophomore students.
For further information concerning the IUSM—SB, contact:
Director,
Indiana University School of Medicine—South Bend
1234 Notre Dame Avenue
South Bend, IN 46617
Phone: (574) 631-5574
Return to South Bend Center for Medical Education
ANAT 501 Anatomy (8 cr.) An intensive study of the gross structure of the human body, accomplished through maximum student participation in the dissection of the human cadaver together with formal lectures and assigned readings. O’Malley
CHEM 667 Biochemistry (7 cr.) The lecture sequence provides an analysis of current biochemical topics and an introduction to those areas of biochemistry that are especially relevant in medicine. Emphasis is placed on metabolic pathways, endocrine control, and related clinical problems. McKee
MBIO 556 Medical Microbiology (7 cr.) Microbiology and related subtopics are studied within this course, including immunology, virology, bacteriology, parasitology, mycology, and aspects of infectious disease. While primary emphasis is on the biology and pathogenic mechanisms of individual organisms, issues relating to host-microbe relationships are discussed extensively throughout the course. Bohlson
PHSL 504 Human Physiology (7 cr.) The study of the physiology of the cardiovascular, respiratory, renal, endocrine, and gastrointestinal systems. Emphasis is placed on medical aspects of human physiology. Student participation laboratories are used to demonstrate classic physiologic principles and current bioanalytic techniques. Olson
X600 Introduction to Clinical Medicine I: The Patient-Doctor Relationship (60 hrs.) (2 cr.) A multidepartmental interdisciplinary course designed to introduce students to the patient-doctor relationship through interactions with faculty and patients in a variety of settings. In small groups facilitated by primary care and behavioral science faculty, students direct their learning toward the complexity of the context from which a patient seeks medical care. In order to achieve this, students examine normal human behavior and development throughout the life cycle. Issues addressed include preventive health care, sexuality, cultural diversity, minority health issues, religion and spirituality, family dynamics, the economics of health care, and death and dying. Magneson
SBCM 503 Neuroscience (5 cr.) An integrated course that canvasses the biophysics, biochemistry, anatomy, physiology, and pathology of the human nervous system and its vasculature. Kingsley
VAN 505 Histology/Embryology (4 cr.) The study of microscopic anatomy of normal human tissues. Light microscopy receives the major emphasis, but electron microscopic structure is included in areas of special interest. Two lecture hours per week are devoted to the fundamentals of embryology. Hamlett
Return to South Bend Center for Medical Education
Second-Year Courses
MGEN Q605 Medical Genetics (2 cr.) A survey course of lectures and discussions dealing with the mechanisms and patterns of inheritance. Emphasis on human genetic disorders. Students may also participate in the Memorial Hospital Regional Genetic Counseling Clinic, where they are introduced to genetic diagnosis, management, and counseling of patients with genetic diseases. McKee
MSCI X651 Introduction to Clinical Medicine II (19 cr.) A multidepartmental course designed to introduce clinical medicine. Includes medical history taking and physical examination skills learned at the bedside with direct patient contact. Clinical medicine is surveyed concurrently with emphasis on pathophysiology and diagnosis. Problem-solving skills are stressed, including synthesis and interpretation of medical data. Magneson
MSCI X652 Biostatistics (1 cr.) Biostatistics for medical students. Hamlett
PATH C653 General Pathology (3 cr.) The study of diseases that affect human tissues. Emphasis is placed on the principles of inflammation, necrosis, repair, growth disturbances, and hemodynamic and metabolic disorders. Students participate in laboratory exercises, which are constructed for problem case analysis. Prahlow
PATH C654 Systemic Pathology (7 cr.) The study of disease and its relationship to structural and functional abnormalities of specific organ systems. Emphasis is placed on both pathologic anatomy and clinical manifestations of disease. Prahlow
PHARM F654 Pharmacology (7 cr.) A systematic study of the mechanism of action, disposition, and fate of drugs in living systems with emphasis on drugs of medical importance. Stahelin
Return to South Bend Center for Medical Education
Return to Top
Interim Director: Associate Professor Duong
General Information
First-Year Courses
Second-Year Courses
Return to Top
Established in 1971, Indiana University School of Medicine—Terre Haute (IUSM-TH) serves as an educational facility to provide an excellent curriculum with maximal clinical exposure for first- and second-year medical students. IUSMTH is located on the attractive campus of Indiana State University in Holmstedt Hall, with additional teaching facilities for second-year courses at the newly built Landsbaum Center for Health Education, adjacent to Union Hospital. The facilities include a 150-seat auditorium, four large classrooms, a recently renovated anatomy laboratory, examining rooms, conference rooms, study rooms and lounges, all for the use of the students. Union Hospital, Hamilton Center, Inc., and Terre Haute Regional Hospital are associated with IUSM-TH and provide senior elective opportunities and programs of graduate and continuing medical education.
The IUSM-TH faculty is committed to a curriculum with intensive clinical integration in preparation for the 3rd and 4th years of medical school. Basic science courses are taught with constant medical relevance, using innovative teaching methods and current information technology. From the first semester, a one-on-one preceptorship program with local medical specialists emphasizes clinical exposure. During the second year, the students shadow residents of the Union Hospital Family Medicine program and learn history-taking and physical-examination skills with physicians in a clinical setting. Involvements in rural or hospital-based medicine are also available through funded internships during the summer between the first and second years of medical school. Medical Service Learning is encouraged with participation in community-based health initiatives such as a free clinic, medical mission and a Community Health Fair. The IUSM-TH faculty also welcomes students’ interest and participation in biomedical research. Financial support for summer research projects is available for second-year medical students. Through faculty and community interest in medical education, IUSM-TH students have many opportunities for broad and varied educational experiences.
With over 130 physicians, two 300-bed hospitals, and a regional mental health center, Terre Haute provides medical services for a population of over 250,000 residents in west central Indiana and east central Illinois.
Nestled on the banks of the Wabash River, Terre Haute is located in the west central part of Indiana and has a population of approximately 60,000. A bicycle trail winds its way through the north side of the city, next to wooded county parks and lakes. A beautiful city park located on the east side of the city, Deming Park provides for a scenic alternative for a place to study. Our students also enjoy several of the cozy coffee houses, restaurants and night spots with live music throughout the city. City and county parks provide opportunities for fishing, boating and cross-country skiing. Half a dozen golf courses are spread throughout the city, including a PGA championship level course. For more extensive outside recreation, there are four major state parks—Shakamak, Turkey Run, Raccoon Lake, and McCormick’s Creek - within a 30-mile radius. Terre Haute is host to many festivals, including Blues at the Crossroads, Oktoberfest, Pioneer Days and Strassenfest. Cultural events include theater and music performances on the campus of local university and colleges, the Terre Haute Symphony Orchestra, Community Theater of Terre Haute and the Swope Museum of Art. Other extracurricular activities available to students include all the sports activities of Indiana State University (including intramural football, volleyball, dodgeball) and the city of Terre Haute.
Newly-built and well-managed apartments are available at convenient and scenic locations throughout the city, along with private rentals in beautifully renovated Victorian homes in the historical district. Single and married student housing is also available through the Office of University Housing at Indiana State University. A list of housing locations with recommendations from previous students is available on our Web page.
For further information concerning IUSM-TH, point your browser to http://www.indstate.edu/thcme
Or write to:
Director
Indiana University School of Medicine—Terre Haute
135 Holmstedt Hall,
Indiana State University
Terre Haute, IN 47809
Telephone: (812) 237-2777 / 7646 (fax)
Return to Terre Haute Center for Medical Education
ANAT D523 Gross Anatomy (6 cr.) is an intensive study of the human body in relation to medicine accomplished through team-based learning, dissection of the human cadaver, clinical demonstrations and participation in autopsies. Duong
ANAT D524 Histology (4 cr.) is an examination of the structure and function of human cells and tissues through lectures, microscope laboratory with extensive student slide collection, laboratory Website, and audiovisual aids. Moga
ANAT D525 Neurobiology (4 cr.) is an examination of the structure and functions of the human central nervous system with an emphasis on clinical correlations and the neurological examination. Lannoo
BIOC B523 Biochemistry (5 cr.) The chemistry and reactions of constituents of living matter, including carbohydrates, lipids, proteins, nucleic acids, vitamins, coenzymes, and minerals; the chemistry and regulations of the reactions and processes of whole organisms; endocrinology; enzymology; nutrition; intermediary metabolism; and biomedical mechanisms in selected disease states. King
MED X600 Introduction to Clinical MedicineI: The Patient/Doctor Relationship (3 cr.) A multidepartmental interdisciplinary course designed to introduce students to the patient/ doctor relationship through interactions with faculty and patients in a variety of settings. In small groups facilitated by primary care and behavioral science faculty, students direct their learning toward the complexity of the context from which a patient seeks medical care. In order to achieve this, students examine normal human behavior and development throughout the life cycle. Issues addressed include preventative health care, sexuality, cultural diversity, minority health issues, religion, and spirituality, family dynamics, the economics of health care, and death and dying. Stevens and Turner
MSCI X505 Concepts in Health and Disease (2 cr.) Problem-based learning and diagnostic interpretations. Emphasis on the clinical competencies. Johnson and Waite
MSCI X515 Medical Immunology (2 cr.) Immunology for medical students. Geib
MSCI X525 Medical Microbiology (4 cr.) Lectures, conferences, and laboratories covering viruses, bacteria, fungi, and protozoan parasites as organisms and agents of human disease. Johnson
PHSL F525 Physiology (5 cr.) A course designed to obtain a good understanding of the function of living organisms with emphasis on human beings, a course to become familiar with the normal physiology to be able to comprehend pathological conditions. The course is structured according to the following components: cellular, muscular, sensory, neuronal, cardiovascular, respiratory, renal, gastrointestinal, endocrinological, integrative, and nutritional physiology and is taught in interactive lectures and small laboratories. Waite
Return to Terre Haute Center for Medical Education
MGEN Q602 Medical Genetics (2 cr.) This course builds on basic knowledge of genetics with resulting insight and recognition of genetic problems of patients in their prospective offspring. The student should be aware of socioeconomic and psychological stigmas associated with genetic anomalies and be able to refer those afflicted patients to competent genetic counseling centers. Staff
MSCI X621 Introduction to Clinical Medicine II (21 cr.) A multidisciplinary course designed to introduce clinical medicine. It includes medical history taking and physical examination skills learned at the bedside with direct patient contact. Clinical medicine is surveyed concurrently with emphasis on pathophysiology and diagnosis. Problem-solving skills are stressed, including synthesis and interpretation of medical data. Albrecht and Staff
MSCI X622 Biostatistics (1 cr.) Biostatistics for medical students. Staff
PATH C623 General Pathology (7 cr.) An introduction to mechanisms of disease through demonstrations, lectures, laboratory, and conferences; emphasis on basic concepts and principles of disease processes. Kashlan and Flynn
PATH C624 Systemic Pathology (7 cr.) A presentation of pathology by organ systems with emphasis on etiologic factors, evolution of lesions, pathologic physiology, and clinical correlations. Kashlanand and Flynn
PHAR F624 Pharmacology (6 cr.) In this course, the drugs are classified as to site and mechanism of action and representative members of each class of drugs are discussed. The emphasis is on rational clinical uses. Zimmerman
Return to Terre Haute Center for Medical Education
Return to Top
